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ALL FORMS OF TENER FROM MEMORY (English to Spanish)Yo tengo - I haveTú tienes - You have (familiar)Él tiene - He hasElla tiene - She hasUsted tiene - You have (formal)Nosotros tenemos - We have (masculine)Nosotras tenemos - We have (feminine)Ellos tienen - They have (masculine)Ellas tienen - They have (feminine)Ustedes tienen - You all have

NOTE: Yo tengo, Nosotros tenemos, and Nosotras tenemos do not include an "i" in their spelling whereas the others do.Yo tengo ends with "go" rather than "o" like other regular verbs.

You also need to know the following Spanish phrases FROM MEMORY (English to Spanish):•Tener calor - to be hot•Tener frío - to be cold•Tener cuidado - to be careful•Tener hambre - to be hungry•Tener miedo (de) - to be afraid of•Tener prisa - to be in a hurry•Tener razón - to be right•No tener razón - to not be right/to be wrong•Tener sed - to be thirsty•Tener sueño - to be sleepy•Tener suerte - to be lucky•Tener ganas de + infinitive - To feel like•Tener que + infinitive - to have to•Tener ____ años. - to be ___ years old.•Estudiar - to study•Leer un libro - to read a book

Each of these phrases is implemented by conjugating "tener" to match the subject.

While "tener" normally means "to have", in these phrases it is translated as "am", "is", or "are".

Practice. Translate to Spanish. You'll find the correct answers below.1. I am hungry.2. You are thirsty. (familiar)3. He is sleepy.4. She is right.5. You are not right. (formal)6. We are in a hurry. (masculine)*7. We are lucky. (feminine)*8. They are careful. (masculine)*9. They are afraid of the principal. (feminine)*10. You all are cold.11. The students are hot.12. Laura has to study.13. David feels like reading a book.14. I am fifteen years old.15. I have.16. You have. (familiar)17. He has.18. She has.19. You have. (formal)20. We have. (masculine)*21. We have. (feminine)*22. They have. (masculine)*23. They have. (feminine)*24. You all have.

*Pronouns must be present for these translations in order to indicate gender.

This week, we will continue with verb conjugation. We will be practicing with our-ar, -er, and –ir verbs. Check out the following charts for a review of the verb conjugation forms. We will begin using these conjugated verb forms in context!

Vivir – to liveYo vivo – I liveTú vives – You live (familiar)Él vive – He livesElla vive – She livesUsted vive – You live (formal)Nosotros/as vivimos – We live (masculine/feminine)Ellos/Ella hablan – They live (masculine/feminine)Ustedes hablan – You all live

You must also know the follow vocabulary phrases from memory:Aprender el español - to learn SpanishCorrer - to runDescansar - to restEscribir correos electrónicos - to write emailsEscuchar música - to listen to musicEstudiar español - to study SpanishHablar por teléfono - to talk on the phoneHacer la tarea - to do homeworkLeer un libro - to read a bookMirar la televisión - to watch televisionPasear - to go for a walkPracticar deportes - to practice sportsTocar la guitarra - to play the guitarTrabajar - to work

You will be asked to translate sentences to Spanish using these vocabulary and forms of "gustar" and must be able to say them from memory and order them in a sentence.You should also prepare an answer to the following question with two activities that like you like to do:"¿Qué te gusta hacer a ti? (What do you like to do?)A sufficient answer would read-"A mí me gusta preparar la comida y estudiar."

Part II of the test will ask the students to translate sentences, but this time using the appearance vocabulary. Remember that it is so important to use the correct gender and number of each adjective. Look at the following examples.

Él es guapo y altoThe sentence uses the singular and the masculine forms of the adjectives, because the subject is masculine (he).

Ella es guapa y baja.The sentence uses the singular and the feminine forms of the adjectives, because the subject is feminine (she).

Ellos son guapos y bajos.The sentence uses the plural and masculine forms of the adjectives, because the subject is the masculine, plural form (they).

Ellas son guapas y bajas.The sentence uses the plural and feminine forms of the adjectives, because the subject is feminine and plural (they).

The second half of the test will consist of information from "El Día de los Muertos".There will be true and false questions about the details of day of the dead and a matching section will ask the students to match vocabulary about the day of the dead to it's English meaning.​I am attaching the "Day of the Dead" slides below in case you missed these.

We will be having a two part test this week. The first part of the test will be on Wednesday, Nov. 2. and the second part will be on Friday Nov. 4.

Part IThe first part of the test will ask the students to provide the correct form of "ser" that should follow various subjects.

Example:1. Julia y tú _________The correct answer here is "son", because if we were to replace "Julia y tú"with a pronoun, the pronoun would be "ustedes". Therefore, "Julia y tú" would take the ustedes form of "ser", which is "son".

​2. Julia, tú y yo ________The correct answer is "somos", because any time "y yo" is a part of a group, it becomes "nosotros" or "we" in the same way that "Julia, you, and I" would be replaced with "we" in English.

3. Juana y Isabela ________The correct answer is "son", because we are talking about two other individuals, which is an example of an "ellos/ellas" or "they" subject (in this case "ellas" as they are both feminine subjects).

4. Juan y Pablo ________The correct answer is "son", because we are talking about two other individuals, which is an example of an "ellos/ellas" or "they" subject (in this case "ellos" as they are both masculine subjects).

5. Juan y Isabela ________The correct answer is "son", because we are talking about two other individuals, which is an example of an "ellos/ellas" or "they" subject (in this case "ellos" as the subject is mixed in gender - a situation that always receives the masculine pronoun).

Part II Translate sentences to Spanish that which include "ser" and adjectives from the "Describe Yourself and Others" list.

Practice (work these and scroll to the very bottom for the correct answers).1. Alejandro is very studious.2. Juana is hardworking.3. Juana and Alejandro are very nice.4. Ana and I (feminine) are very organized.5. You (formal) are disorganized.

This week we will be having our time-telling test. Students need to know:1) Vocabulary related to time-telling (what time is it?, at what time is...?, it is...o'clock, at...o'clock, , the minute, the hour, in the morning/afternoon/at night, half hour, quarter hour, etc.2) Numbers 0-293) Class subjects (for telling at what time classes are based on an imaginary class schedule)

The first section of the test will be translation. The student should be able to write times in Spanish. The student should be able to tell the Spanish way of saying the vocab word. For example, if the question is "1. What time is it?" the student answers "¿Qué hora es?"

The second section of the test will ask the students to write times in Spanish. For example, if the question is: "2. It's 1:45 in the afternoon", the student answers, "Son las dos menos cuarto de la tarde."

The third section of the test will ask students to tell what time classes occur in an imaginary class schedule. The student will be given a copy of the schedule on the test. Questions will follow such as, "¿A qué hora es la clase de español?" The student will answer, "A las doce de la tarde." (At 12:00PM) according to the class schedule.

The fourth section of the test only consists of one question and the student must answer it personally- "¿A qué hora es tu (your) clase de español?" The question (At what time is your Spanish class?) according to their own schedule. They can prepare for this exact question ahead of time.

Please see the sample questions below for practice. The students can work them on their own and then scroll to the bottom where they will find the answers to compare with their own answers.

Sample Questions for Practice. Scroll to the bottom of the post for answers after you have practiced with the questions.

Welcome to Spanish class! I wanted to take a minute to let you know what we are doing these first few weeks!

In Spanish I Standard, we are starting off with the alphabet, greetings, talking about "how we are", etc. The students have now received two groups of vocabulary related to these subjects as well as a list containing the alphabet and the Spanish names for each letter. We are spending time in class practicing speaking in Spanish using our new vocabulary, practicing pronunciation of the vowels and consonants, etc. It's an important time for setting the foundation of the Spanish language! Students should be working to apply to memory the names/pronunciations of the letters of the Spanish language as well as their new vocabulary. We will likely test on this information in the middle of next week!

I have instructed the students that they are to learn their vocabulary from English to Spanish. In saying this, I mean that they should look at the English word and ask themselves how to say/spell that word in Spanish. This is the best way to actually learn the language and is also the way that they will be questioned when testing. Please help your students stay on track with their studies as Spanish is always building upon previously learned skills and vocabulary.

In response to the unsatisfactory completion of the last test by some students, I am offering a rare extra credit opportunity.

All students can earn extra credit to bring up their grade on the last test by creating a poster that explains stem-changing verbs. The poster must be of EXCELLENT quality and the student must be able to CLEARLY ARTICULATE the process of conjugating a stem-changing verb. Finally, the student should be able to conjugate a stem-changing verb of the teacher's choosing when asked to do so. In the completion of this task, the student can add UP TO 20 points to the last test.

PLEASE NOTE THAT TEST GRADES WILL NOT EXCEED 100. FOR EXAMPLE: A STUDENT WHO MADE ABOVE AN 80 ON THE TEST WILL NOT MAKE ABOVE A 100, EVEN IF THEY WERE TO EARN ALL POINTS ON THE EXTRA CREDIT ASSIGNMENT.

This week we will be taking a test on "stem-changing verbs". There are three types of stem-changing verbs- e --> ie,o --> ue, and e --> i. Note that stem-changing verbs DO NOT stem-change in the NOSOTROS/AS forms. (Remember the shoe!) Also, remember that in order to accurately conjugate stem-changing verbs, you must also be aware of your -ar,-er, and -ir endings. They are as follows: -aryo -o nosotros/as -amostú -asél -a ellos -anella -a ellas -anusted -a ustedes -an

You need to learn your verbs by category so that you will be able to conjugate them on the test. You must also know the meaning of each verb from English to Spanish.e ---> ie o ---> ue e ---> iCerrar (ie) - to close Almorzar (ue) - to eat lunch Pedir (i) - to order, ask forEmpezar (ie) - to start Costar (ue) - to cost Servir (i) - to serveEntender (ie) - to understand (Remember to use él/ellaPensar (ie) - to think form "cuesta" for "it costs" andPreferir (ie) - to prefer ellos/ellas form "cuestan" forQuerer (ie) - to want "they cost".)

In addition to this information, you should also learn the following vocabulary. Again, learn this from English to Spanish:El camarero/la camarera - the waiter, waitressEl plato principal - the main courseLa propina - the tipEl arroz - the riceLa carne - the meatLos frijoles - the beansLas papas - the potatosEl pescado - the fishEl pollo - the chickenLas verduras - the vegetables

​Start studying IMMEDIATELY!

TIPS for remembering which verbs take which stem-change:Remembering that every verb stem-changes in the next-to-last syllable helps a lot.

If there is an "o" in the next to last syllable, you know that it's a "ue" stem-changer, because that's the only stem-change that occurs in verbs with an "o" in the next-to-syllable. When you see "costar" or "almorzar", you can easily notice that there is an "o" in the next-to-last syllable. This should immediately cue you to the fact that they are o---->ue stem-changers.

For discerning whether you are dealing with an e---->ie or e----->i, it is easiest to memorize the list of e------>i stem-changers. This is due to the fact that on this test there are six e---->ie and only two e----->i. This obviously will not always be true. But will alleviate your stress on this test. When you see a verb with an "e" in the next-to-last syllable, if it is not on the memorized list of e------>i verbs, you will simply assume that it is an e------>ie stem-changers.